CONCEPT

The world and our location in it has an immense impact on every facet
of our lives. To understand more about their part of Idaho, students need
to understand more about the state as a whole. Geography will show students
the diversity and beauty of Idaho. It will discuss the important concepts
of location, place, range, resources and the human environment.

STUDENT OUTCOMES/OBJECTIVES

After viewing Geography, students will be able to:

Describe where Idaho is
in relation to the United States and the rest of the world.

Identify and describe Idaho's
key physical features.

Appreciate the different
lifestyles in Idaho which are the result of the diverse physical features.

Describe significant geo-economic
aspects of Idaho, including how systems of transportation, agriculture,
business and industry are impacted by the physical features of the state.

VIDEO SUMMARY

Geography is designed to give students a vision of Idaho. It uses the
National
Geographic Society's five themes of geography (location, place,
human-environment interaction, movement and regions) as its basis.
This episode opens with a quick look at some of Idaho's
symbols. The host, Phyllis Edmundson, is at the top of Mount Baldy.
She begins with establishing Idaho's
relative and actual position in the world.

The video goes on to review
some of the sites of early Idaho settlements. It then looks at mining
and timber areas. Transportation has always been a challenge in Idaho.
The video examines the state's river and lake system, focusing on the
Snake.

Next, the video looks at Idaho's
many mountain ranges and their impact on settlers. It also reviews the
states desert areas and range lands. In closing, the video highlights
various parts of the state, state government, and lifestyles.

PREPARATION EXERCISES

(Before Viewing)

Look at maps and globes
to help orient students to Idaho's location.

Have students list all
they know about the geography of Idaho. Have them group related items
and label each group.

Ask if students have relatives
or friends in other parts of the state. Have them describe how that
part of the state looks and how their lifestyles are different.

QUESTIONS FROM VIDEO

(During Viewing)

How do you think these
land forms affected the people who first came to Idaho?

Where do you suppose they
settled?

How would development change
an area's geography?

Why do you think Idaho's
capital was moved from Lewiston to Boise?

Why do you think it was
named the Snake River?

Can you think of other
ways humans have changed the environment?

What kind of plants grow
here?

What kind of animals live
here?

Why do you think Idaho
has two different time zones?

What's the difference between
a city and a county?

VOCABULARY

Geography - The study of the earth and all the living
things on itIrrigation - A way of supplying water to farm land using
canals or pipesParallel - Imaginary lines that circle the earth to mark
latitudeVineyard - An area where grapes for making wine are grown

FOLLOW UP DISCUSSION

(After Viewing)

What is Idaho's absolute
location? What is it near?

How are parts of the state
different? Think in terms of physical AND features, economic interests,
and cultural aspects. Begin a list of QUESTIONS these for each section
of the state.

How has human settlement
changed the Idaho landscape?

How do people get around
Idaho? What problems have they encountered in trying to get around?
How have they solved transportation problems?

What is it like to live
in different parts of the state? How and why have regions formed? Are
there "regions" within your area?

EXTENSION ACTIVITIES

Make a relief map of Idaho
using the following recipe for the base:

Cornstarch clay:
2 parts table salt; 1 part cornstarch; 1 part water. Mix and cook over
low heat until stiff. Add a few drops of cooking oil to delay drying.
Shape map relief when clay is cool. Dry for 2 days. Food coloring may
be added to any portion.

Have the students draw on
a road map how they would get from their town to three other cities
in different regions of Idaho. Have them find an alternative route.
Calculate the mileage of both routes.

Discuss how geography affects
the weather. Have students look in the newspaper
to find the temperature and forecast for different parts of the
state.

Have the students draw
a postcard depicting where they live.

On the back of the postcards,
have the students describe where they live and ask questions about how
other people live. Mail the postcard to another fourth
grade class in a different part of the state.

SPECIAL PROJECT

Mystery Valley
The data on the special purpose maps are accurate to some location in
Idaho. Students are to work in small groups, each with a set of maps,
to explore the following question: "Where would people settle in
this valley and what would they do for a living?"

Each group is given a
blank map of the region depicted in the special purpose maps to sketch
in their ideas in answer to the question.

Each special purpose map (1,
2, 3, and 4) is given to the group one at a time. The group then
rethinks its answer to the question. Give each group about five minutes
with each new map. After all the maps have been used and their responses
are on the blank outline map, present the following discussion questions
to them in the class group:

What information caused
you to change your responses to the question as you received each special
purpose map?